| Amy Wyatt |
| Grade Level: | 4th Grade |
| Time Frame: | 3, 45 minute lessons (135 minutes) |
| PAPIER MACHE ANIMALS SCULPTURES |
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| TOPIC: |
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| A visual arts lesson constructing papier mache sculptures that |
| emphasize texture, form and color. |
| RATIONALE: |
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| Constructing a sculpture individually fosters students ability to |
| create, construct and texturize, while encouraging the ability to |
| appreciate their finished product. Use of texture, form and color |
| will help students continue a successful future with the arts. |
| COMPONENT OBJECTIVES | : |
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| Creative Expression | : | Each student will be able to choose and |
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| construct a unique papier mache sculpture of a farm animal. They |
| will also be able to paint their sculptures using primary colors, |
| while mixing them to create other colors as needed. (Color mixing |
| lesson was previously completed) |
| Aesthetic Valuing | : | The students will be able to discuss the |
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| sculptured animals that they constructed and the process that they |
| used. |
| STRATEGY: |
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| A combination of Direct Instruction and Guided Discovery will be |
| used. |
| VOCABULARY: |
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| Papier mache: material consisting of wastepaper mixed with glue |
| or paste which can be molded when wet and becomes hard when dry. |
| Texture: tactile, sense of touch, how it feels; can be actual |
| texture, or visual texture. |
| Form: Outward or visible shape; can be two dimensional or three |
| dimensional. |
| Color: Hue; Primary and secondary colors. Primary: red, blue, |
| yellow. Secondary: orange, green, violet. |
| Squeegee Technique: With two fingers, run the newspaper strip |
| through them to remove the excess papier mache mixture, (365 TV- |
| Free Activities You Can do with Your Children, Steve and Ruth |
| Bennett). |
| PROCEDURES: |
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| INTRODUCTION: | I will read a book about farm animals to motivate |
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| the student's minds in deciding which animal they would like to |
| construct. In addition, we will brainstorm types of farm animals. |
| Then I will show the students the beginnings of a basic |
| construction of an animal sculpture out of empty oatmeal canisters |
| and toilet paper rolls. I will also demonstrate how to use the |
| papier mache technique to shape the animals body, emphasizing |
| texture. |
| PUPIL ACTIVITY SEQUENCE: |
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| 1. Decide what type of animal to construct. |
| 2. Take an oatmeal canister for the body and toilet paper/paper |
| towel rolls for the legs, head and neck. Cut each leg, and head |
| to the size you believe it should be. |
| 3. Glue or tape the legs, neck and head together onto the oatmeal |
| canister, giving you a basic body shape. |
| 4. With strips of newspaper dip them into the papier mache |
| mixture one at a time. To squeeze off the extra mixture, use the |
| squeegee technique. Place the strips on to the cardboard pieces |
| to sculpt the body. |
| 5. Once the sculptor has dried thoroughly, and you are happy |
| with the outcome, choose which color your animal will be. |
| 6. Primary colors will be provided. If the your animal will |
| be another color, use the color mixing technique to create it. |
| Allow for paint to dry. |
| 7. The pieces will be exhibited at the "farm" in the |
| classroom. |
| CLOSURE: |
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| When everyone is finished have each student discuss his or her |
| animal, and how they went about in constructing it, the teacher |
| will ask questions in relation to the procedures for |
| clarification. How many layers of papier mache did you use? How |
| did you make the edges round? |
| Talk about the historical uses of farming animals for such things |
| as plowing and cropping. Also, discuss which types of products |
| are produced on a farm. |
| EVALUATION: |
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| Evaluation will occur when the students discuss their pieces, |
| while pointing out the texture, form and color techniques used. |
| The teacher will visually check each sculpture for the texture, |
| form and color techniques that were used. Finally, a question and |
| answer period about the historical importance of farm animals will |
| be the assessment of the students understanding. |
| MATERIALS: |
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| -Empty cardboard oatmeal canisters |
| -Paper towel and toilet paper rolls (begin collecting early) |
| -Primary paint colors |
| -Papier mache mixture |
| In a bowl, combine water and flour until you have a paste that is |
| thin enough to coat the paper, (Source for mixture: 365 TV-Free |
| Activities You Can Do With Your Child. Steve and Ruth Bennett). |
| -Strips of newspaper |
| -Paint brushes |
| -Glue |
| -Yarn (for manes, tails,etc.) |
| -Scissors |
| -Masking Tape |
| CLEAN-UP: |
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| A group of students will pick up paint brushes and wash them out. |
| A second group will return the paint brushes to their proper |
| containers. And a third group of students will take the papier |
| mache trays to the sink. Finished or drying items will be placed |
| on a table covered with newspaper in the back of the room, so they |
| will not be disturbed. The materials monitor will collect |
| scissors, glue, yarn and return them to their proper ares. Left |
| over paper towel rolls will be returned to the bag at the front of |
| the room by students who have them. |
| EXTENSIONS : |
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| The beginning discussion on types of products which are produced |
| on a farm could tie into a social studies lesson featuring |
| product importance. |